Activity Name: Who am I?

Name of the Group Members: Ayşe Nur CEYLAN

Dilan ÜNVER

Elif Yağmur ÖZCAN

Hilal Şule BULDUK

Saliha Miray DURU

Sevilay ŞENGÜL

Type of the activity: Art Integrated Math Activity (Whole Group Activity)

Age Group: 48-60 Months

The number of children: 16

Objectives and Indicators:

Cognitive Development

Kazanım 12. Geometrik şekilleri tanır.

Göstergeleri: Gösterilen geometrik şeklin ismini söyler. Geometrik şekillere benzeyen

nesneleri gösterir.

Language Development

Kazanım 10. Görsel materyalleri okur.

Göstergeleri: Görsel materyalleri inceler. Görsel materyalleri açıklar. Görsel materyallerle

ilgili sorulara cevap verir.

Concepts: Shape (Triangle)

Words: Triangle

Materials: Triangle puppet, story is told by puppet on powerpoint, a box included cardboards

with triangles glued on it, crayons

Math Concepts: Shape

Children’s Math Related Backgrounds (If necessary): For this activity, children do not

know the shapes such as circle, rectangle, oval, or square and its features. Teacher starts

teaching triangle to children.

Learning Process:

After all children come to the classroom, teacher starts to sing a song by beating out with her

hands to draw an attention and prepare children to the activity. Here is the song; yürüyorum

yürüyorum yol bitmiyor, yürüyorum yürüyorum yol bitmiyor (Teacher and children pretend

that they walk). Aaa o da ne? ayakkabımın bağcığı açılmış! Ben hiç durur muyum? bağlayı

bağlayı bağlayıverdim; bağlayı bağlayı bağlayıverdim. (Teacher and children first pretend

that they are surprised when they look their shoes, and they pretend that they are tying their

laces.) Then teacher continues saying that yürüyorum yürüyorum yol bitmiyor, yürüyorum

yürüyorum yol bitmiyor, Aaaa o da ne? ayakkabımın üzeri kirlenmiş! Ben hiç durur muyum?

sili siliverdim siliverdim; sili siliverdim siliverdim. (Teacher and children pretend that they

walk and they are surprised when they see their shoes’ dirty. Then, they pretend that they

clean their shoes). After that, teacher says again yürüyorum yürüyorum yol bitmiyor,

yürüyorum yürüyorum yol bitmiyor. Aaa o da ne? bir kukla gizlenmiş buraya!. With these

sentences, teacher catches the children’s attention. Then, teacher takes the puppet under the

table. This finger puppet should be triangle shape. After that, teacher asks a question to

children that “kids, do you know how this puppet come from” After given enough time to

think and guess, teacher listens all answers and says “kids, puppet wants to talk and I wonder

that where the puppet comes from, maybe it wants to tell us. Well, let’s see what it says”

Then, teacher opens a PowerPoint slayt before s/he makes puppet speak. In this slayt, there

are different pictures included triangle shapes such as house’s roof, slice of cake, triangle

cheese, or triangle flags. While teacher makes the puppet speak, s/he shows the picture. Then,

teacher starts to make puppet speak. Here is the story;

“I’m a shape looking for my name. I went to a lot of houses , met many kids. However, none

of them helped me. We could not find my name. I came here as a last resort. Maybe, you can

help me. I also brought some pictures for you. Furthermore, you can find my name, maybe.”

Then, teacher stop talking and shows the house’s roof picture. After that, teacher starts to

make puppet speak again.

“A shape on this picture looks like me!” Then, teacher says “kids, what may look like puppet

on picture?” After given enough time to think and share children’s ideas, teacher skips the

picture, opens the slice of cake and continues the story.

“Oh, look at this kids! I found a shape looks like me again, did you see?” Teacher asks

again, and says “kids, what do you see in this picture, is there any shape which familiar with

puppet?” After given enough time to think and guess, teacher listens all answers, and

continues the story. Then, teacher opens the triangle cheese picture, and says “Here it’s!
There is also a shape looks like me! However, I don’t know my name. Is there anyone who

finds my name?”

After that, teacher gives an enough time to think and guess, teacher skips the picture, and

opens triangle flag pictures.

Then, s/he continues to talk that “Same shape again! Pff.. What is my name?” Then, teacher

asks children that “kids, anyone who guess what puppet’s name?” After that, teacher listens

all answers, if children could not know, teacher can give the name. Then, teacher says “kids,

we all found the puppet’s name. Its name is triangle!.” After that, teacher starts to make

puppet speak “Kids, thank you for helping to find my name! For this reason, I brought with

me a play for you!, you can take it from the box and have fun!”
 When the children go toward the box, the teacher shakes the box and asks the children

what might be in it. When the box is opened, cardboards with triangle shapes glued to

different places on it

appears for each child. Children complete the pictures using triangles on

these cardboards. Hence, they get to know the shape of triangle more. Maybe they will make

a cone from triangle, maybe butterfly from two triangles. Who knows?

Some of examples by Sevilay; she told us she had a great time with this activity :)
Assessment:

Descriptive Questions:

Which triangle-shaped objects were in the book?

What did you do with triangles on cardboard at the art activity?

Objective Questions:

How many edges does Triangle have? (Let’s count!)

Why is this shape called a triangle? Is there any prediction?

Sensual Questions:

What did the triangular puppet feel when it saw many things like its?

How did you feel while creating an object from triangles at the art activity?

Daily Life Questions:

Have you ever seen triangle-like shape in the kitchen utensils? What was it?

Which objects did you encounter including shape of triangle in the forest? What were these?